# [00:35] <Hixie> i wonder whether i should not bother adding such a method to the context/path/pattern interfaces and instead assume that Matrix will spawn it, or if i should just continue the design of canvas and have a method parallel to the object

# [00:38] <othermaciej> I think it's generally better to apply value semantics to transform matrices, so that to alter the transform in use for something you give it a new matrix rather than attempting to mutate the one returned by a getter

# [00:38] <othermaciej> a method to reset a specific matrix to the identity matrix would not be useful in that model

# [11:58] <bga> small idea. make analog of innerHTML for document fragment. Many frameworks has something like div.innerHTML = html; while(v = div.firstChild) df.appendChild(v). Imho its too common task but this loop do nothing. IE already has applyElement(v, 'inside') and some impemenations support it so its will be good to just standardize this method http://msdn.microsoft.com/en-us/library/ms536341(v=vs.85).aspx

# [19:16] <AryehGregor> "Properties may restrict the number value to some range. If the value is outside the allowed range, the declaration is invalid and must be ignored. For unrestricted values, UAs must support at least up to ±230; unsupported values must be clamped to the closest supported value."

# [21:51] * AryehGregor would like to mentally rehearse the proof of the equivalence of the axiom of choice, Zorn's lemma, the well-ordering principle, and the fact that every vector space has a basis, but decides that returning to billable work is a better idea

# [21:52] * TabAtkins agrees that rehearsing proofs is a fun way to spend one's time.

# [21:52] <TabAtkins> I used to put myself to sleep by rehearsing the reasoning behind efficient prime searches.

# [22:00] <Philip`> Sounds like an advancement on simply counting sheep - you collect six sheep at once, fan them out in six different directions, drop two thirds of them into cunningly-placed bottomless pits, and then merge the remaining streams of sheep together before applying a more complex filter and only counting the ones that remain alive at the end, and then you fall asleep

# [22:10] <gsnedders> In particular, students should be able to: deal with implications and equivalences; interpret the negation of a statement involving quantifiers; recognise various methods of proof (direct, contrapositive, counterexample, contradiction, induction); show that a function is bounded/unbounded; show, directly from the definition, that a given number is the limit of a given sequence; evaluate sequence limits using arithmetic and order properties; show th

# [22:11] <gsnedders> show that a given sequence is monotonic; investigate sequences defined recursively; use subsequences to establish non-convergence; test series for convergence/divergence; test series for absolute/conditional convergence; determine, directly from the definition, whether a function is continuous; use the sequential characterisation to establish discontinuity;solve problems using the intermediate value and extreme value theorems.

# [22:21] <gsnedders> Though the perception of how easy they are is likely down to the fact that traditionally in Scotland you go to uni after five years at secondary school — one fewer than in England, but with one more year of the degree.

# [22:22] <gsnedders> Most people nowadays do six years of secondary school in Scotland, to the standard needed for English universities, and have done a lot of the first year courses for science subjects.

# [22:22] <gsnedders> (Arts subjects tend to be a far higher level than even sixth year of school courses, so it makes little difference there.)

# [22:23] <gsnedders> I did an unusually high number of subjects of the highest level at school — trying to get into Cambridge — which probably is a lot of the reason why I found first year quite so easy.

# [22:34] <kennyluck> Speaking of math, I really hope some classic textbooks that are full of definitions such as Hartshone's algebraic geometry can be turned into something as readable as the HTML LS.